محمدمهدی شریفی

The present paper aimed at highlighting the judicious incorporation of literary genres (i.e. novel, short story/fiction, drama, and poetry) as a supposedly inspiring teaching technique and an allegedly potent learning resource into ESL/EFL curricula. The rationale behind this pedagogical inclusion is to promote both teaching and learning effectiveness through capitalizing intensively on the genres so as to teach basic language skills and language areas- macro and micro levels. Much mention was made of the 'why' (i.e. justification and benefits), the 'how' (i.e. logistical considerations), the 'where' and the 'when' (i.e. spatiotemporal factors) aspects of introducing literary texts into the confines of the ESL/EFL classroom. What this vigorous discussion spawned was some detailed accounts of literary competence as an overarching term consisting of morphological, lexical, phonological, syntactic, semantic, pragmatic, discourse, stylistic, and sociolinguistic / sociocultural knowledge bases . Afterwards, evaluation process as the last but most important element of the teaching-learning process was explicated. In the end, seven solutions to the problems and dangers of using culture transmitters in the ESL/EFL classroom were suggested in an attempt to bring literature and ESL/EFL pedagogy into a happy contact leading to teaching and learning effectiveness maximization.